SECONDARY

JHS

LEARNING STRAND 1
COMMUNICATION SKILLS IN ENGLISH
SESSION GUIDES FOR MODULE 4:
YOU ARE DOING WELL, AREN’T YOU? (TAG QUESTIONS)
ALS Accreditation and Equivalency Program: Junior High School

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 LEARNING STRAND 1

SESSION GUIDES
Alternative Learning System - Accreditation and Equivalency (ALS-A&E)

JUNIOR HIGH SCHOOL: COMMUNICATION SKILLS IN ENGLISH

SESSION GUIDES FOR MODULE 4 (YOU ARE DOING WELL, AREN’T YOU? (TAG QUESTIONS))
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 1: Communication Skills in English
Session Guides for Module 4 (You Are Doing Well, Aren’t You? (Tag Questions))

Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia

and

Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines

Copyright © UNESCO and DepEd 2020

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 DEVELOPMENT TEAM

Jenelyn Marasigan Baylon Master Teacher I, ALS Task Force (On-detail)

Kristine Lee S. Lumanog Education Program Specialist II, ALS Task Force (On-detail)
Judy R. Mendoza Project Development Officer III, Bureau of Learning Resources
Reyangie V. Sandoval Education Program Specialist II, Bureau of Learning Resources
Josephine C. Intino Senior Education Program Specialist, Bureau of Curriculum Development
Eric U. Labre Senior Education Program Specialist, Bureau of Learning Resources
Roderick P. Corpuz Supervising Education Program Specialist, ALS Task Force
Daisy Asuncion O. Santos Chief Education Program Specialist, Bureau of Learning Resources
Marilette R. Almayda Director III/Head, ALS Task Force
Ariz Delson Acay D. Cawilan Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources
G. H. S. Ambat Assistant Secretary for Alternative Learning System Program
and Task Force
Tonisito M. C. Umali Undersecretary for Legislative Liaison Office, External Partnership Service
and Project Management Service
Leonor Magtolis Briones Secretary

Jaime Daroy Author

Elizabeth Reyes Content Expert
Bernadette Sison Admin and Finance Staff
Mildred Parbo Project Lead
Ma. Teresita Medado President

Content and Language Evaluators and Instructional Design Reviewer

Marlon P. Daclis Schools Division Office of San Jose City, Department of Education
Tuesday C. De Leon Pangasinan State University
Olivia G. Torres Schools Division Office of Bulacan, Department of Education

Ade Sandra Admin and Finance Assistant

Rusyda Djamhur Project Assistant
Marmon Abutas Pagunsan National Project Consultant
Remegio Alquitran National Project Officer
Maria Karisma Bea Agarao National Programme Coordinator
Mee Young Choi Head of Education Unit
Shahbaz Khan Director and Representative
User’s Guide
For the ALS Teacher/Instructional Managers/Learning Facilitator:

Welcome to the session guides of this module entitled You Are Doing Well, Aren’t You? (Tag Questions) under
Learning Strand 1 Communication Skills in English of the ALS K to 12 Basic Education Curriculum (BEC).

The module and the session guides were collaboratively designed, developed, and reviewed by select DepEd
field officials and teachers from formal school and ALS, and private institutions to assist in helping the ALS
learners meet the standards set by the ALS K to 12 Basic Education Curriculum (BEC) while overcoming their
personal, social, and economic constraints in attending ALS learning interventions.

This learning resource hopes to engage the learners in guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st Century skills while taking
into consideration their needs and circumstances.

As an ALS Teacher/Instructional Manager/Learning Facilitator, you are expected to orient the learners on
how to use this module. You also need to keep track of the learners’ progress while allowing them to manage
their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included
in the module.
session guide 1

I AM READY, ARE YOU?

Session Guide No. 1

I. Duration of Session: 3 hours

II. Key Understandings to be Developed

· Positive Tag Questions
· Negative Tag Questions
· Intonations

III. Learning Objectives

1. use intonation pattern in tag questions;
(LS1CS/EN-S-PSB-JHS-78)
2. formulate positive and negative tag question; and,
3. recognize how intonations are used to differentiate tag questions

IV. Resources
· Communication Skills in English Module 4
· Pad of paper

V. Procedures
1. Preliminary Activity (Introductory Activity)
Assess the learners’ knowledge in the construction of tag questions.
Explain that tag questions may be positive or negative depending
on whether or not the preceding statements are positive or negative.
Have the learners answer the activities below and illustrate how tag
questions are constructed. Record the results of the assessment to
find out how far they know about tag questions.
A. Activity
Supply the statements with the appropriate tag questions.
Write the answers on a separate sheet of paper.
1. She lives in Bulacan, doesn’t she?
2. You are from Manila, aren’t you?

Tag Questions 1
session guide 1

3. You don’t like it, do you?

4. We’re late again, aren’t we?
5. I’m not the one, am I?
6. We don’t watch much TV, do we?
7. I am not surprised, am I?
8. Tim and Ted aren’t rich, are they?
9. They were on holiday, weren’t they ?
10. You don’t like spicy food, do you?

2. Presentation
A. Explain that tag questions turn a statement into a question.
Emphasize that they are often used for checking information
that we think we know is true.
B. State that tag questions may be positive or negative depending
on whether or not the statements that precede them are positive
or negative.
C. Tell that if the statement is positive, the question tag is negative.
If the statement is negative, the tag question is positive.
D. Give examples such as:
·It’s cold (positive), isn’t it? (negative)
·It isn’t cold (negative), is it? (positive)
·Today is very hot, (positive), isn’t it? (negative)
·Today is not very hot, (negative), is it? (positive)

3. Analysis
Supply the sentences with the appropriate question tags. Write your
answer on a separate sheet of paper.
1. He treats you well, doesn’t he?
2. Lany is a thoughtful person, isn’t she?
3. The weather was cold last night, wasn’t it?
4. Mark enjoys hiking with his friends, doesn’t he?
5. She still wants me though, doesn’t she?
6. These art works are yours, aren’t they?

2 YOU ARE DOING WELL, AREN'T YOU?

session guide 1

7. This dress looks nice on you, doesn’t it?

8. Dancing is not Kelly’s cup of tea, is it?
9. Like me, you’re also afraid of heights, aren’t you?
10. You won’t give up the fight, will you?

Guide
Rule Exceptions
A. There are exceptions, however.
The question tag after ‘I am’ is ‘aren’t I?’
For example: ‘I am in charge of the food, aren't I?’ or ‘I am
treating you for dinner tonight, aren’t I?’
B. With ‘Let us,’ the tag is ‘shall we?’
For example: ‘Let us go to the beach, shall we?’ or ‘Let’s have
coffee, shall we?’
C. With an imperative, the tag is ‘will you?’
For example: ‘Close the window, will you?’ or ‘Hold this, will
you?’ (Notice the positive statements with a positive tag
questions!)
D. With ‘used to,’ we use ‘didn’t’ in the tag.
For example: ‘You used to work here, didn’t you?’ or ‘He used to
have long hair, didn’t he?’

4. Abstraction/Generalization
A. What are tag questions?
Tag questions (or question tags) turn statements into questions.
B. When is the tag question negative?
If the statement is positive, the question tag is negative.
C. When is the tag question positive?
If the statement is negative, the question tag is positive.
D. What does it mean if you read a statement with a tag
question using the rising intonation pattern?
The rising intonation () will make a statement with a tag
question sound like a real question that requires an answer.

Tag Questions 3
session guide 1

E. What does it mean if you read a statement with a tag

question using the falling intonation pattern?
The falling intonation (), will make a statement wit a tag question
sound more like a question that does not require an answer.

5. Application
A. In the examples given below, the use of falling intonation on
the question tag gives the impression that the information the
speaker has is indeed correct.
B. The use of rising intonation on the question tag indicates a
genuine question; the speaker isn’t sure that the information he/
she has is correct and therefore requires an answer, or verification
from the listener.
C. Positive statement and positive tag with rising intonation is
another possible type of question tag: ‘You have finished, have you
()?’ This type of tag can be used to show sarcasm or suspicion.
D. Suggestions can also be followed by a rising question tag with
shall: ‘Let’s go out tonight, shall we ()?’ ‘I’ll call it day, shall I
()?’
Read the following with the indicated intonation patterns.
Read with the rising intonation ():
1. Your father is an artist, isn’t he? ()
2. Melanie was at the party last night, wasn’t she? ()
3. Reading science fiction is fun, isn’t it? ()
4. Being engineering students, they all love Math, don’t they? ()
5. The boys put up the basketball ring themselves, didn’t they? ()
Read with the falling intonation ():
1. You don’t like oily foods, do you? ()
2. Diane is not the type of person who would quit, is she? ()
3. Mosquitoes do not live long, do they? ()
4. Ben was not good at painting, was he? ()
5. Cola drinks are not good for one’s health, are they? ()

4 YOU ARE DOING WELL, AREN'T YOU?

session guide 1

VI. Concluding Activity

More tag question exercises

Supply each statement with the appropriate question tag. Write your
answers on a separate sheet of paper.
1. It’s hot outside, isn’t it?
2. This house is unique, isn’t it?
3. These pots are made of recycled materials, aren’t they?
4. Animal dung makes a good fertilizer, doesn’t it?
5. Complaining won’t change anything, will it?
6. Jogging exercises your entire body, doesn’t it?
7. Many law violators do not realize their mistakes, do they?
8. Tony holds a high position in the organization, doesn’t he?
9. The minimum wage earners deserve a higher pay, don’t they?
10. Obviously, I did not intend to offend anyone, did I?

Tag Questions 5
session guide 2

LOOK IN THE EYE

Session Guide No. 2

I. Duration of Session: 3 hours

II. Key Understandings to be Developed

· Written Speech Parts
· Public Speaking
· Techniques in Public Speaking

III. Learning Objectives

1. deliver informative speech using intro-mid-end;
(LS1CS/EN-S-PSB-JHS-81)
2. identify techniques of public speaking; and,
(LS1CS/EN-S-PSB-JHS-83)
3. familiarize oneself with public speaking techniques.

IV. Resources
· Communication Skills in English Module 4
· Pad of paper

V. Procedures
1. Preliminary Activity (Introductory Activity)
Assess the learners’ understanding about writing a speech including
the techniques in public speaking. Ask the learners to do the exercises
below by writing their answers on a separate sheet of paper. Record
the results of the given activities to find out the level of the learners’
understanding of the new lesson.

A. Activity
I. Arrange the three parts of a speech chronologically:
1. Conclusion (3)
2. Introduction (1)
3. Body (2)

6 YOU ARE DOING WELL, AREN'T YOU?

session guide 2

II. Write T if the statement is TRUE; write F if it is FALSE.

1. Any speech should include an introduction, body, and
conclusion. (T)
2. The purpose of the speech will help you identify ideas
that will support your main idea or message. (T)
3. Word choice is one consideration in writing a speech.
(T)
4. Knowing the audience and the occasion is crucial in
writing a speech. (T)
5. The approach that you will use in your introduction can
determine the success of your speech. (T)

2. Presentation
A. Introduce to the learners the tips in exuding confidence in public
speaking.
B. Explain also that they need to be good listeners.
C. Make the learners understand the importance of writing a speech
using a language that is clear, vivid, and memorable. Have the
learners learn that word choice is one consideration in writing
a speech.
D. Emphasize to the learners that a speech must have an introduction,
a body, and a conclusion and its language must be able to capture
the listeners undivided attention. Moreover, state the importance
of writing a good introduction because it will determine the
success of the speech.

3. Analysis
A. Ask the learners to choose a topic they find interesting among
the given topics below. Tell them that they have to deliver an
informative speech with an introduction, a body, and a conclusion.

· Facebook kills face-to-face conversation skills.

· Texting is necessary for social survival.

Tag Questions 7
session guide 2

· An online friend can be just as real and valuable as an offline

one.
· Is online media responsible for the breakdown of real-time
relationships?
· How to explain the value of social media to people who do
not use it
· How to avoid being cyber bullied
· Rules for using social media responsibly
· Publicly “liking” or “not liking” a person’s posts can cause
anxiety.
B. Create a body and a conclusion by answering two questions
each from Speech Outline: Questions to Ask given on p.15

Reminders
Speech basics for the learners:
A. In writing a speech, it is important to make its tone
conversational.
B. Don’t use a five-syllable word where a two-syllable word will
work.
C. Don’t make every sentence twenty-two words long.
D. Some should be short, some should have pauses.
E. Create pacing and structure, as well as interest for the listener,
by varying the types and styles of sentences.
F. Give the speech rhythm. Repeat the core message regularly.
G. Include quotes from recognizable and credible sources.
H. Read the speech out loud as you write it for better delivery.
I. No speech can be great unless it is presented and delivered
with the same level of detail and care as a written speech.

4. Abstraction/Generalization
A. The three basic parts of a speech are the introduction, the
body, and the conclusion.
B. The introduction should hook the interest of the listeners.

8 YOU ARE DOING WELL, AREN'T YOU?

session guide 2

C. The body of the speech discusses the details of the speech’s

main points
D. The conclusion restates your main points
E. There are three ways to deliver an effective speech:
1. Avoid signs of nervousness. As long as you appear calm, it
doesn’t really matter that you’re feeling nervous.
2. Develop good body language. Effective, confident gestures
command attention from listeners.
3. Make eye contact to engage people.

5. Application
Deliver a speech introducing yourself, very briefly,

1. What will you include in the introduction?

2. What will you include in the body?
3. What will you include in the conclusion?

Take note of the following:

1. Practice making eye contact with people you speak with.

2. Look at them directly in the eye as you introduce yourself.
3. Shake hands with them firmly.
4. Flash a genuine smile after you say, “Pleased to meet you.”

VI. Concluding Activity

Write your answers on a separate sheet of paper.
1. Name the three basic parts of a speech.
2. Briefly describe the contents of each part.
3. Name at least three ways to deliver an effective speech.
4. Explain briefly the ways to effective speech delivery.

Tag Questions 9
 session guide 3

THE CLEARER IMAGE

Session Guide No. 3

I. Duration of Session: 3 hours

II. Key Understandings to be Developed

· Verbal Response Cues
· Nonverbal Response Cues

III. Learning Objective

1. use appropriate verbal and non-verbal cues when developing,
maintaining, and ending conversations, dialogs, speeches, and
interviews (LSICS/EN-S-PSB-JHS-79)

IV. Resources
· Communication Skills in English Module 4
· Pad of paper

V. Procedures
1. Preliminary Activity (Introductory Activity)
Assess the learner’s prior knowledge about language (abstract and
concrete) by giving the exercises below: Explain to the learners about
the abstract language and concrete language that are detected by our
five senses. Record the results of the activity to determine the level
of learner’s perception to the new lesson.

A. Activity
I. Answer the following questions. Write the answers on a
separate sheet of paper.
1. Which language creates a more interesting and clearer
picture, abstract or concrete language? Why?
2. What is an abstract language?
3. What is a concrete language?

10 YOU ARE DOING WELL, AREN'T YOU?

session guide 3

4. Which of the two makes use of specific descriptions or

observations made through the use of the five senses?

2. Presentation
Differentiating Concrete Language from Abstract Language
A. Before exposing the learners to abstract and concrete language,
give activities and games that defines abstract and concrete
languages. Give examples.
B. Begin by dividing the blackboard into two sections.
C. Label one section Concrete Language and the other Abstract
Language.
D. Next, ask them the following questions:

· What are the five senses?

· What is a concrete language?
· What is an abstract language?
E. If learners are unable to answer the second and third questions,
write these definitions on the board:

· Concrete languages are words that are perceived by one or

more of the senses. They are physical or tangible. Example:
Box of chocolates or flowers to represent love or a diploma
to represent education. (Box of chocolates or flowers, and
diploma are concrete language because they are perceived
by the sense of touch, see, smell, taste.

· Abstract language pertains to intangible concepts. These are

non-physical you cannot experience with your five senses.
For example: love, honesty, education.
Love and education are abstract languages because you
can’t see, hear, taste, smell, or touch them.

Tag Questions 11
 session guide 3

F. Ask the learners to give other examples of both concrete and

abstract languages and write the answers on the separate sheet
of paper.

Follow-up Questions
1. Which language creates a more interesting and clearer picture:
abstract or concrete language? Why?
Concrete language because it uses specific realities or actual
instances.
2. What is an abstract language?
Abstract language handles intangible concepts.
3. What is a concrete language?
Concrete language handles tangible concepts.
4. Which of the two makes use of specific description by any of
the five senses?
Concrete language. Tangible concepts are those that the senses
can detect.

3. Analysis
Identify whether the concept is Abstract (A) or Concrete (C).
Write your answers on separate sheet of paper.
1. glass (C) 6. book (C)
2. house (C) 7. banana (C)
3. deception (A) 8. loyalty (A)
4. love (A) 9. education (A)
5. leaf (C) 10. high school diploma (C)

Guide
A. Abstract language can appear vague, oftentimes.
B. Concrete language is more specific.
C. It provides a clearer picture of what is being said.
D. Below are suggested answers in turning vague language into
something more descriptive.

12 YOU ARE DOING WELL, AREN'T YOU?

session guide 3

Transform the following sentences into something more concrete

and specific: (Suggested answers)
1. He is quite tall.
He stands six feet and two inches tall.
2. She is annoying.
She keeps on interrupting me when I’m on the phone.
3. The movie was nice.
The movie shows the values of honesty and loyalty.
4. Their home is far.
Their home is 45 kilometers away from the school.
5. The food is good.
The food uses only the freshest ingredients.

4. Abstraction/Generalization
A. What is the difference between abstract and concrete language?
Abstract language uses intangible concepts; concrete language
uses tangible ones.
B. Why is concrete language more appropriate when delivering
a speech?
Concrete language can create clear images in the mind of the
listeners.
C. Name three appropriate response cues when listening to a
speech.
· Make eye contact while the other person speaks.
· Do not interrupt while the other person is speaking.
· Avoid daydreaming.

5. Application
Use of Concrete vs Abstract Language
Concrete language is always better than abstract language. However,
there are times when our communication calls for using abstract
language. How do you know when it is better to use abstract than
concrete language at a given time?

Tag Questions 13
 session guide 3

Guide
A. Most words do not fall nicely into categories; they are not always
abstract or concrete, general or specific. Moreover, abstract
and general language often overlap, as do concrete and specific
language.
B. Explain that abstract and general language include words that
express thoughts and ideas such as bravery, freedom, love, and
compassion—they are intangible (something you cannot touch)
and they are essential to any type of sentence formation.
C. Clarify that concrete and specific language include words that are
tangible and can be touched, seen, heard, felt, or even smelled (cue:
concrete and specific language are anything that can be detected by
our five senses). Tell the learners that these words create clear images
in the mind of the listeners.
D. Let the learners identify the specific and concrete language and
make each to abstract and general to make these words meaningful
and intangible.

VI. Concluding Activity

Answer the questions below on a separate sheet of paper.
1. What is the difference between abstract and concrete language?
2. Why is concrete language more appropriate when delivering a
speech?
3. Name three appropriate response cues when listening to a
speech.
4. How can you be an effective listener? (Give 5 nonverbal
responses?
5. Was it a challenge?
6. Perhaps it largely depends on who you’re talking to.

14 YOU ARE DOING WELL, AREN'T YOU?

session guide 3

Guides
A. Remind the learners that whether they are aware of it or not, when
they interact with others, they are continuously giving and receiving
nonverbal signals.
B. All of their nonverbal behaviors—the gestures they make, their
posture, tone of voice, how much eye contact they make—send
strong messages.
C. The nonverbal cues can put people at ease, build trust, and draw
others towards you. Or, they can offend, confuse, and undermine
what you’re trying to convey.
D. These messages do not stop when you stop speaking.
E. Even when you’re silent, you’re still communicating nonverbally.
F. Nonverbal communication is a rapidly flowing back-and-forth
process that requires full focus on the moment-to-moment
experience.
G. If you are planning what you are going to say next, checking your
phone, or thinking about something else, you are almost certain to
miss nonverbal cues and not fully understand the nuances of what
is being communicated.

Tag Questions 15
 answer key

LESSON 1: I AM READY, ARE YOU?

TRYING THIS OUT PAGE 5
1. She lives in Bulacan, doesn’t she?
2. The sun is also a star, isn’t it?
3. Tomatoes are fruits, aren’t they?
4. You don’t love her anymore, do you?
5. The rich businessman owns a ranch, doesn’t he?
6. Orchids are aerial plants, aren’t they?
7. Tim and Ted did not attend the final rehearsal, did they?
8. My uncle believes in reincarnation, doesn’t he?
9. You don’t eat spicy foods, do you?
10. Roel cannot make it to the conference tomorrow, can he?

UNDERSTANDING WHAT YOU DID

ACTIVITY I PAGE 7
1. He treats you well, doesn’t he?
2. Lany is a thoughtful person, isn’t she?
3. The weather was cold last night, wasn’t it?
4. Mark enjoys hiking with his friends, doesn’t he?
5. She still wants me though, doesn’t she?
6. These art works are yours, aren’t they?
7. This dress looks nice on you, doesn’t it?
8. Dancing is not Kelly’s cup of tea, is it?
9. Like me, you’re also afraid of heights, aren’t you?
10. You won’t give up the fight, will you?
ACTIVITY II – A PAGE 9
1. Your father is an artist, isn’t he? (↗)
2. Melanie was at the party last night, wasn’t she? (↗)
3. Reading science fiction is fun, isn’t it? (↗)
4. Being engineering students, they all love math, don’t they? (↗)
5. The boys put up the basketball ring themselves, didn’t they? (↗)

16 YOU ARE DOING WELL, AREN'T YOU?

answer key

ACTIVITY II – B
1. You don’t like oily foods, do you? (↘)
2. Diane is not the type of person who would quit, is she? (↘)
3. Mosquitoes do not live long, do they? (↘)
4. Ben was not good at painting, was he? (↘)
5. Cola drinks are not good for one’s health, are they? (↘)

SHARPENING YOUR SKILLS PAGE 10

ACTIVITY I
1. It’s hot outside, isn’t it?
2. This house is unique, isn’t it?
3. These pots are made of recycled materials, aren’t they?
4. Animal dung makes a good fertilizer, doesn’t it?
5. Complaining won’t change anything, will it?
6. Jogging exercises your entire body, doesn’t it?
7. Many law violators do not realize their mistakes, do they?
8. Tony holds a high position in the organization, doesn’t he?
9. The minimum wage earners deserve a higher pay, don’t they?
10. Obviously, I did not intend to offend anyone, did I?

TREADING THE ROAD TO MASTERY PAGE 11

1. Tag questions (or question tags) turn statements into questions.
2. If the statement is positive, the question tag is negative.
3. If the statement is negative, the question tag is positive.
4. The rising intonation (↗), will make the statement with a tag
question sound like a real question.
5. With falling intonation (↘), will make the statement with a
tag question sound like a question that doesn’t require a real
answer.

Tag Questions 17
 answer key

LESSON 2: LOOK IN THE EYE

TRYING THIS OUT PAGE 13
ACTIVITY I ACTIVITY II
1. Introduction 1. T
2. Body 2. T
3. Conclusion 3. T
4. T
5. T

TREADING THE ROAD TO MASTERY PAGE 21

1. Name the three basic parts of a paragraph.
· Introduction
· Body
· Conclusion

2. Briefly describe each part of a speech.

· The introduction should hook the interest of the listeners.
· The body of a speech discusses in detail its main points.
· The conclusion restates your main points.

3. Name the three ways to deliver an effective speech.

Briefly discuss each.
· Avoid signs of nervousness. As long as you appear calm,
it doesn’t really matter that you’re feeling nervous.
· Develop good body language. Effective, confident
gestures command attention from listeners.
· Make eye contact to engage people.

18 YOU ARE DOING WELL, AREN'T YOU?

answer key

LESSON 3: THE CLEARER IMAGE

TRYING THIS OUT PAGE 23
1. Concrete language uses specific realities or actual instances.
2. Abstract language makes use of intangible concepts.
3. Concrete language makes use of tangible concepts.
4. Concrete language because it employs tangible concepts.. Tangible
concepts are those that the senses can detect.

UNDERSTANDING WHAT YOU DID

ACTIVITY PAGE 27
1. C 6. C
2. C 7. C
3. A 8. A
4. A 9. A
5. C 10. C

SHARPENING YOUR SKILLS PAGE 31

ACTIVITY I
1. He stands six feet and two inches tall.
2. She keeps on interrupting me when I’m on the phone.
3. The movie shows the values of honesty and loyalty.
4. Their home is 45 kilometers away from school.
5. The food uses only the freshest ingredients.
ACTIVITY II
1. graduation, job, winner
2. summer vacation, self-employment, divorce
3. lady, dress, scenery
4. chocolates, video games, gifts
5. family, friends, couple

Tag Questions 19
 answer key

TREADING THE ROAD TO MASTERY PAGE 32

1. Abstract language uses intangible concepts; concrete
language uses tangible ones.
2. Concrete language can create clear images in the mind
of the listeners.
3. (1) Make eye contact while the other person speaks.
(2) Do not interrupt while the other person is speaking.
(3) Avoid daydreaming.

20 YOU ARE DOING WELL, AREN'T YOU?

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with the cooperation of Asia Pacific College. This is a component of the project
“Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the
Philippines” implemented by UNESCO Office, Jakarta in partnership with the
Department of Education. This initiative received a generous financial support
from Korea International Cooperation Agency (KOICA).

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